Maths Staff Meeting 2

We're very lucky again to be working with Nikki Knight on maths.

This week we recapped the last staff meeting

  • What's the difference between the stages
    • Stage 4 and 5
      • Counting on to breaking up numbers
    • Stage 5 and 6
      • Main difference is the complexity of the problem 
      • Two stage problems
      • Stage 5 no re-naming
      • Stage 6 holding more steps in your head, renaming
  • Real Life context
    • Ensure problems relate to children's interests
    • make it authentic!
    • Get children to tell you what the maths equation is
  • Modelling Books
    • Use them as a record of learning rather than a text book
    • Record children's strategies
  • Materials
    • Must give children the opportunity to use these and re-visit them if they need to 
    • Children might get to imaging however need to fall back to materials if they get confused or loose their way
    • Use materials in follow up if that is where children are at
Place Value 

  • Warm up 
    • NIM 
    • NIM 3,4,5
  • Modeling book example
    • Success criteria as steps 
    • Think aloud using steps 
    • Noting students strategies and what they were/weren't able to do
  • Understanding
    • Not just HTO identification
    • relationship between place value is multiplicative
    • ones x10 hundreds x10 thousands x10 etc.
  • Highest number in any column is nine - place value cannon 
    • canonical form
    • non canonical form eg. 3 tens plus 13 ones (renaming)
  • Fundamental to place value is 0
  • Delay zero as a number until a year at school
  • Stage 5 by end of year 3 otherwise children are at risk
  • "teen" silly way of spelling ten
  • "ty" number of tens
  • Skip counting in place value language
    • one, two, three, four, five, six, seven, eight, nine, one ten, one ten and one one, 
    • counting in tens change it to 
      • 13, 23, 33, 43 etc. rather than just ten, twenty, thirty
    • Little ones need to count to twenty before moving into place value
  • Place value equipment
    • Sticks and rubber bands
    • unifix cubes
    • beans and containers
    • blocks - hundreds, tens, ones
Place value through stages
Use a variety of materials especially stage 4.

Stage 2 numbers 10 to 19
  • bundling tens (get children to do this physically)
  • how many tens have we 
  • Read, Say, Do
    • 17, seventeen, make 17
    • read it, say it including one ten and seven ones, do it/make it
  • Vary equipment

Stage 3 numbers 10 to 99
  • read, say, do 
  • larger numbers
  • no place value blocks yet

Stage 4 numbers 100 to 999
  • read, say, do
  • play money introduced
  • swapping ten ones for one ten

Next meeting we're sharing our Place Value success in classroom.  Can use activities we've just gone through.